Abstract
ABSTRACT This study uses Critical Race Theory, Settler Colonialism, and Critical Whiteness Studies to frame how property is recognized only under the auspices of whiteness. In the college algebra classroom, this is born out through white entitlement, racialized senses of sharing, and resource allocation. This study uses portraiture to depict how white hoarding, as the co-option of resources by white students, marginalizes and disenfranchises Students of Color.
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